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141.
This paper is an analysis of inserting history and philosophy of science (HPS) in a physics undergraduate program at a Brazilian university. It is an examination of the approaches and methodologies adopted by professors of a History and Epistemology course. The course aims to have an explicit approach to HPS. The results suggest a concern of the Physics Institute regarding inserting these questions into physics teacher training programs. The study also uncovered that the professors who taught the subject had different visions of HPS. 相似文献
142.
143.
Massimo Daves Andrea Piccin Cristina Vicidomini Antonia De Luisi Andrea Mega 《Biochemia medica : ?asopis Hrvatskoga dru?tva medicinskih biokemi?ara / HDMB》2022,32(3)
Screening and measurement of monoclonal (M) proteins are commonly performed using capillary zone electrophoresis (CZE). The identification of M-protein or monoclonal component (CM) is an essential requirement for diagnosis and monitoring of monoclonal gammopathies. The detection of CM has been largely improved by CZE. Capillary electrophoresis estimates CM more accurately, because absence of variation due to different dye binding affinities of proteins as instead seen with agarose gel electrophoresis. However, interferences can be present in CZE. This occurs because all substances absorbing at 200 nm can be identified. Recognition and handling of specimens exhibiting such interferences is essential to ensure accurate diagnostic and patient safety. We herein report on an unusual case of serum protein electrophoresis, to highlight that laboratory staff must be aware of and familiarise with the information provided by laboratory instruments. For example, in the case of serum indices, about specimen quality. 相似文献
144.
Anely Maciel de Melo Rafaela Cristina Turola Barbi Francisco Lucas Chaves Almeida Weysser Felipe Cndido de Souza Atacy Maciel de Melo Cavalcante Hugo Junior Barboza de Souza Diego Alvarenga Botrel Soraia Vilela Borges Roberto Germano Costa Max Rocha Quirino Solange de Sousa 《Food Technology and Biotechnology》2022,60(3):386
145.
Guarinello AC Pereira MC Massi G Santana AP Berberian AP 《American annals of the deaf》2008,152(5):450-458
There are few researchers who analyze written productions by deaf individuals; there are also few researchers who discuss the knowledge these people have about written text comprehension and production. For the present study, the investigators analyzed 16 written productions by four deaf individuals based on the anaphoric reference concept as recently proposed in textual linguistics (see, e.g., I. V. Koch & L. A. Marcuschi, 2002). It is important to show that referential progression is one of the textual aspects capable of giving stability and continuity to written productions; referential progression is also relevant to discursive coherence. The results of the writing analysis in the present study show that deaf individuals can learn to use expressive resources that are available in the Portuguese language and can use reference strategies, as long as these individuals can interact with a partner who knows Portuguese. 相似文献
146.
147.
Cristina Gillanders 《Early Childhood Education Journal》2007,35(1):47-54
This case study was designed to describe how an effective English-speaking prekindergarten teacher develops strategies for
communicating with and teaching young English language learners. The teacher’s classroom practices to enhance her own relationship
with the children promoted opportunities for the Latino children to become full participants in the classroom community. At
the end of the year, the Latino children showed progress in formal and informal measures of receptive vocabulary in both English
and Spanish. Findings from the study suggest the importance of the affective and social nature of second language learning
in young children. Implications for practice and research are discussed. 相似文献
148.
Adolescents' Age Preferences for Dating Partners: Support for an Evolutionary Model of Life-History Strategies 总被引:2,自引:0,他引:2
Douglas T. Kenrick Richard C. Keefe Cristina Gabrielidis Jeffrey S. Cornelius 《Child development》1996,67(4):1499-1511
The tendency for women to prefer older partners, and for men to prefer younger partners, has frequently been explained in terms of socialization to American sex-role norms specifying that men must be older and more powerful than their female partners. However, recent cross-cultural data reveal this same pattern in all societies studied, a finding more in line with an evolutionary life-history model. The evolutionary model assumes that what is attractive to males is not youth, per se, but features related to fertility. This perspective leads to a hypothesis concerning the development of age preferences among adolescents: teenage males should violate the normative pattern shown in adult males and express interest in females older than themselves. 209 teenagers (103 males, 106 females) ranging in age from 12 to 19 were surveyed regarding the age limits they would find acceptable in a dating partner, as well as the age of a dating partner they would find ideally attractive. Although teenage males were willing to date girls slightly younger than themselves, they indicated a much wider range of acceptability above their own ages, and also reported that their ideally attractive partners would be several years older than themselves. Preferences of teenage females were similar in pattern to those of adult females, ranging, on average, from their own age to several years older. When combined with the consistent adult data obtained from numerous cultures, these data suggest the utility of viewing the development of sex differences in mate preference from the perspective of an evolutionary life-history model. 相似文献
149.
Christine M. McWayne Jacqueline S. Mattis Linnie E. Green Wright Maria Cristina Limlingan Elise Harris 《Early education and development》2017,28(2):182-206
Research Findings: This within-group exploratory sequential mixed-methods investigation sought to identify how ethnically diverse, urban-residing, low-income Black families conceptualize positive parenting. During the item development phase 119 primary caregivers from Head Start programs participated in focus groups and interviews. These qualitative data were content analyzed using a 3-stage iterative process that resulted in the development of a final set of 72 items for a paper-and-pencil measure. In the measure validation phase of the study initial construct validity of the 72-item measure was assessed with an independent sample of 665 respondents. Common factor analyses revealed 5 dimensions of positive parenting on the Black Parenting Strengths in Context scale that related in expected ways with other parent self-report measures. Practice or Policy: Black Parenting Strengths in Context dimensions provide initial support for a more nuanced operationalization of positive parenting than currently exists in any single scale for use with this group and hold promise for better honoring the culture- and context-specific parenting goals and practices that low-income Black parents subjectively view as important for producing healthy developmental outcomes for their children. 相似文献
150.
Francesca Pazzaglia Cristina Toso Stefano Cacciamani 《British journal of educational technology : journal of the Council for Educational Technology》2008,39(1):110-124
Many models have hypothesized that multimedia comprehension requires the concurrent processing of verbal and visuospatial information by limited information processing systems. However, in spite of the emphasis devoted to the concurrent processing of verbal and visuospatial information, little research has so far investigated the specific role played by verbal and visuospatial abilities in multimedia comprehension. The present paper aims to study the specific involvement of verbal and visuospatial working memory in multimedia learning. Ninety‐two students (39 boys and 53 girls) from a middle school in a small city in the northeast of Italy, were asked to learn new information on the physical and social geography of Germany from a hypermedium. Participants were also required to perform a reading comprehension test, two short‐term memory tasks, and two working memory tasks, which assessed either verbal or visuospatial memory. The results support the hypothesis that both verbal and visuospatial working memory sub‐components play a role in hypermedium processing, but with specific and distinct functions: the performance in the verbal working memory task was able to predict the semantic knowledge children can derive from hypermedia learning. In contrast, visuospatial working memory seemed to have lower connections to the semantic knowledge children derived from a hypermedia document, whereas its role emerged in the ability to construct a representation of the document structure. 相似文献